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Time Perception in Children with ADHD: The Effects of Task Modality and Duration

机译：多动症儿童的时间知觉：任务方式和持续时间的影响

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摘要

The purpose of the current study was to examine the performance of children with and without ADHD in time reproduction tasks involving varying durations and modalities. Twenty children with ADHD and 20 healthy controls completed time reproduction tasks in three modalities (auditory, visual, and a unique combined auditory/visual condition) and six durations (1 second, 4 seconds, 12 seconds, 24 seconds, 48 seconds, and 60 seconds). Consistent with our predictions, we found main effects of group (participants with ADHD were significantly less accurate than those without ADHD), duration (accuracy decreased as temporal duration increased), and modality (responses in the combined condition were more accurate than those in the auditory condition, which in turn were more accurate than those in the visual condition). Furthermore, predicted interactions between group and duration (the discrepancy in performance between the two groups grew as temporal duration increased), and group and modality (the modality effect was of greater for participants with ADHD) were supported. A marginal, nonsignificant interaction between group, modality, and duration was also found. These findings are discussed in relation to current theory on the nature of cognitive deficits evident in individuals with ADHD, and methodological limitations are noted.
机译：本研究的目的是检查患有和不患有ADHD的儿童在涉及不同持续时间和方式的时间再现任务中的表现。二十名患有多动症和20名健康对照的儿童以三种方式（听觉，视觉和独特的听觉/视觉状况）和六个持续时间（1秒，4秒，12秒，24秒，48秒和60）完成了时间再现任务秒）。与我们的预测一致，我们发现组的主要影响（患有ADHD的参与者的准确率显着低于没有ADHD的参与者），持续时间（准确性随时间持续时间的增加而降低）和情态（组合条件下的反应比对照组中的反应更准确）听觉状况，比视觉状况更准确）。此外，还支持了预测的组与持续时间之间的相互作用（随着时间的延长，两组之间的表现差异逐渐增加），以及组和模态（ADHD参与者的模态效应更大）得到了支持。还发现小组，情态和持续时间之间的边际，无意义的相互作用。这些发现与目前有关多动症患者认知缺陷性质的理论进行了讨论，并指出了方法学上的局限性。

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